LECTURE METHOD

INTRODUCTION:
Lecture method is a strategy is the oldest one that is been used by the teachers to teach almost all
the subjects of the curriculum at all grade levels.

MEANING
The term lecture was derived from the latin word ‘lectare’ which means to ‘read loud’.

DEFINITION
Lecture is a teaching activity where by the teacher presents the content in an comprehensible
manner by explaining the facts, principles and relationships, during which the teacher is expected
to elicit the student participation by employing the appropriate techniques

It is a mode or planned scheme device and employed by the teacher for presenting a segment or
unit of the desired content material of a subject to a group of learners through lecturing which
mainly aims in attaining the teaching learning objectives related particularly to the cognitive and
affective domains of the learners behavior

PURPOSES OF LECTURE
 to provide structured knowledge
 to motivate and guide in hunting the knowledge
 to arouse the student interest in the subject
 introduce the students to the new area of knowledge
 to clarify the difficult concepts
 to assist the students in preparing the students for discussion
 to promote critical thinking

PRE PARATION OF LECTURE
The goal of lecturing is communication, and it is more effective when it is prepared before hand.
The objective of the course and the immediate objective of the should be kept clearly in the
mind. The teacher should remember what points she has to make, in what order and what
emphasis. The teacher should have a scheme for each lecture in mind, not as a set number of
pages to be read over. The lecture should have central theme carried to completion in each
delivery. The lecture should contain a sequence of ideas kept relatively simple with headings and
sub-headings. There should be a definite limitation on the number of sections in which the main
topic is decided. The lecture should contain a introduction to maintain rapport with the class, this
introduction may be the preview of the main topic to be covered. Introduction can serve as a
means of getting the class started properly. The lecture should be written in outline form. If the
illustrative materials are used, they should be prepared and tested before the lecture.

LECTURE COMPONENTS:

Silberman (1990) suggests five approaches to maximizing students' understanding and retention
during lectures. These can be used to help ensure the effective transfer of knowledge.

 Use an opening summary. At the beginning of the lecture, present major points and
conclusions to help students organize their listening.
 Present key terms. Reduce the major points in the lecture to key words that act as verbal
subheadings or memory aids.
 Offer examples. When possible, provide real-life illustrations of the ideas in the lecture.
 Use analogies. If possible, make a comparison between the content of the lecture and
knowledge the students already have.
 Use visual backups. Use a variety of media to enable students to see as well as hear what
is being said.

The key to an effective lecture style is to break down the lecture into its component parts and use
a variety of approaches within each component. This is especially critical when a group of
students will be attending a series of lectures by the same educator. The three main parts of a
lecture are the introduction, body and summary

The purpose of the introduction is to capture the interest and attention of the students. It can
also serve to make students aware of the instructor's expectations and encourage a positive
learning climate. A good introduction is critical to the success of a lecture.
TIPS FOR CREATING AN EFFECTIVE INTRODUCTION

1. Review lecture objective(s).

2. Ask a rhetorical question.
3. Ask for a show of hands in response to a general question.
4. Ask a series of questions related to the lecture topic.
5. Use an interesting or famous quotation.
6. Relate the topic to previously covered content.
7. Use a case study or problem-solving activity.
8. Use a videotape or other media.
9. Show an appropriate cartoon with the overhead or slide projector.
10. Make a provocative statement to encourage discussion.
11. Give a demonstration.
12. Use a game or role play.
13. Relate the topic to future work experiences.
14. Share a personal experience.
15. Relate the topic to a real-life experience.

The instructor can then make a smooth transition into the body of the lecture once the attention
of the students has been captured with an interesting introduction . The body of the lecture
contains the core of the information to be transferred to the students. Beitz (1994) recommends
that the instructor use brain-storming, discussions, problem-solving activities, case studies and
games to make the lecture more interactive.

The purpose of the lecture summary is to draw together the critical information presented and
ensure that students leave the lecture with a clear under-standing of this information. The
summary should be brief and address only main points. There are several techniques which can
be used to summarize a lecture:

 Ask the students for questions. This gives students an opportunity to clarify their
understanding of the content.
  Ask questions of the students. Several questions which focus on the main points of the
content may be used to summarize the content of the lecture.
 Use a transparency, slide or flipchart to review the summary points.

LECTURE NOTES :

Many lecturers make the mistake of thinking that they know their content well enough to deliver
a lecture without notes to guide them. This is very difficult for most instructors and usually
results in an unsatisfactory experience for both the instructor and the student. Instead, the
instructor should prepare lecture notes to serve as a script or set of cues to follow during the
lecture. Lecture notes are key words, phrases and other reminders (e.g., audiovisual cues,
questions, examples, notes for activities) organized into an outline format. If a text rather than an
outline format is used, the lecturer may begin to read the notes and the students will become
bored.
LECTURE NOTES HELP THE INSTRUCTOR:

 Stay on topic and prevent getting lost.

 Cover the main points without forgetting anything.
 Glance at a specific point and quickly return attention to the students.
 Relax and focus on delivery instead of worrying about what point to make next.

Tips to Reduce Presentation Anxiety

 Avoid eating a big meal before the lecture. Not only will a full stomach make you
drowsy, but it makes it more difficult to move around the room with energy.
 Arrive early to make sure that everything is ready before the first student arrives.
 Make sure all of the media equipment is working.
 Locate and check the lighting and temperature controls.
 Decide where the lecture notes will be placed (e.g., on a lectern, desk, table) when they
are not being held.
 Have a glass of water available during the lecture.
 Go for a short walk just before the lecture.
 Look over your lecture notes one last time.
  Greet students as they enter the room. Shake their hands, welcome them to the lecture
and talk to as many of them as possible.
 Take a few deep breaths to relax before beginning the lecture.

Follow this three-step process to conduct a self-evaluation:

 Arrange to have the lecture videotaped. Explain to the students the reason for the
recording equipment.
 At the conclusion of the lecture, distribute a student satisfaction form (if applicable).
 Using a lecture skills checklist, watch the videotape (with an experienced presenter if
there is one) and critique the performance.

With planning and effective presentation techniques, the lecture can be a highly effective and
interactive method for transferring knowledge to students. If the lecture is carefully planned, the
educator will have a clear purpose of the lecture and will have considered the logistics associated
with the number of students, amount of time allocated for the lecture, room size and available
media. Planning will also help ensure that the educator uses a variety of approaches to introduce,
deliver and summarize the lecture. Lecture notes in outline form will help the instructor give an
effective presentation.

Other key points to remember in preparing and delivering a lecture:

 The first few minutes of a lecture are important. Plan them well!
 Verbal communication skills are critical. These include appropriate voice projection,
avoiding fillers, using students' names, making smooth transitions, using examples and
providing praise.
 Nonverbal communication skills also are very important. These include eye contact,
positive facial expressions, gestures and movement.
 Effective questioning and interaction are critical to the success of the lecture. Questioning
skills include planning questions in advance, asking a variety of questions, using students'
names and providing positive feedback.
 The lecture should be summarized by asking for questions, asking questions and using
media to review main points.
  An evaluation using a video recording or an observer can assist the lecturer in assessing
the quality of the presentation and improving lecture skills.

TECHNIQUES OF LECTURE:
 voluntary dissemination of information or spontaneity
 voice gradation and voice clarity
 adequate pacing
 proper body language
 control annoying mannerism
 judicious use of audio-visual aids
 simple plans and key points
 elicit feedback from students
 providing further clarifications
 time management
 eye contact

ADVANTAGES
It is most economical method of teaching (apparent saving of time). It is provided with all the
facilities, lecture can be conducted even with a teacher and student ratio of 1:200. For students it
is more economical in terms of time as they get more information by attending the lecture than
reading books. Lecture method enhances the listening capacity of the students. Gives a feeling of
security

DISADVANTAGES
 Keeps the students in a passive situation
 Does not facilitate learning how to solve problems
 Offers hardly and possibly of checking the learning progress
 Doesn’t allow for individual pace of learning
 Low receptivity
 Teachers may practice lecture method without adequate preparation
STRATEGIES TO OVERCOME THE DISADVANTAGES
Emphasis higher level intellectual skills
Signposting for clear instruction
Make lecture notes interactive
Less memorizing for facts and more construction of meaning

THE INTERACTIVE LECTURE

It is a combination of lecture, discussion and questioning. It is modified method of tradition
lecture, it is developed by retaining the merits and deleting the demerits of the lecture method,
discussion and questioning. The technique of lecture, discussion, and questioning can be blended
together into an interactive lecture by utilizing the advantages of all the methods and reducing
the disadvantages. Class time can be logically and efficiently divided into sections for lecture,
informal discussion and questioning. In this way it will stimulate the students thinking and
clarify difficult points. Students become periodically active, changing tactics may recapture the
students attention. The class room becomes more interesting and it is hoped more memorable.

BIBLIOGRAPHY:

1. Cavanagh SJ, K Hogan and T Ramgopal. 1995. The assessment of student nurse learning
styles using the Kolb Learning Styles Inventory. Nurse Education Today 15(3): 177-183.
2. KP NEERAJA “ TEXTBOOK ON NURSING EDUCATION” first edition, jayapee
brothers medical publishers, new delhi. pg.403-405, 429-439
3. SANKARNARAYANAN “ LEARNING AND TEACHINGMETHODS” , 1 st edition,
brainfill poblications calical.

4. BTBASAVANTHAPPA “NURSING EDUCATION” -1st edition. jaypee publications.

new delhi. pg.413